Navegando por Orientadores "PARENTE, Andrela Garibaldi Loureiro"

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Aprender a ensinar com/por pesquisa: um caso sobre as mudanças subjetivas de Diego
(Universidade Federal do Pará, 2021-09-27) LIMA, Murilo Henrique dos Santos; NASCIMENTO, Maridalva Costa; http://lattes.cnpq.br/1704518461436826; https://orcid.org/ 0000-0002-3347-1277; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study had the general objective of investigating and understanding how subjective change processes are constituted in the formation of a graduating in chemistry, as they experience processes of learning to teach with/per research. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. In the literature review, in the area of teacher training, it is noted that many authors have invested in research to promote changes in the initial training of chemistry teachers, articulating discursive consensus and training devices, that value them as historical individuals and producers of knowledge. There are tendencies towards reflection on the interaction between theory and practice, on the formation of the researcher teacher and on the creation of learning communities, among others. The theoretical foundation of this study is based on the understanding of teacher training models and on González Rey's Theory of Subjectivity in conjunction with Qualitative Epistemology and Constructive-Interpretative Methodology by the same author. The emergence of theoretical categories allowed for discussions about the subjective changes of the research participant, whose invitation to participate in the study took place in the course “Learning about feeding by models and with research”. Participants in this were from undergraduate courses in chemistry, integrated graduation in science, mathematics and languages, and recent graduates. Diego had previous experiences in the teaching profession at CCIUFPA and was waiting for the completion of the undergraduate course in chemistry, while participating in the course. The social scenario of the research included the involvement of the participant in the course and research activities, with the help of instruments: conversational dynamics, informal moments, sentence completion and moments of synchronous course activities. The interpretations carried out signaled that subjective senses related to responsibility, commitment to activities and to others, and interest in learning constitute Diego's subjectivity. This is closely linked to his experiences at CCIUFPA and which emerged in the current trajectory of the course's activities. Learning to teach science with/per research involved procedural movements of your subjectivity, subjective productions that relate the experienced history and current action, the emergence of subjective resources and the necessary subjective changes that happened in ways that challenged and strained it, under the conditions of culture, modifying beliefs, representations and conceptions about teaching and learning chemistry. These are aspects that are part of the preparation process for the profession of chemistry teacher.
Acesso aberto (Open Access)
Aprendizagem de licenciandos como produção subjetiva em práticas de modelagem no ensino de química
(Universidade Federal do Pará, 2021-11-26) CHELALA, Joseph Cavalcante; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The modeling teaching perspective encourages the student learning process in the context of model production by students. This teaching aims to facilitate the understanding of chemical science considering its theoretical, imaginative and creative nature. However, research in the context of teaching by modeling gives exclusive importance to methodology as a determining factor in learning. This work understands that the processes involving learning develop in a more complex way, in the subjective dimension of student learning, in which the methodology is only one of the factors that influence it. Based on the Theory of Subjectivity, this work aims to investigate how Laura, a research participant, learns subjectively, personalizing the model production process. For this, we investigate Laura's learning in the action of learning in the dynamic relationship of individual and social subjectivity, using Qualitative Epistemology as a reference. We interpreted the manifestations of Laura, a participant in the course: “Learning about food with models and through research” considering observations, conversational systems, sentence complementation and transcription of dialogues that took place during the course. The theoretical model built indicates that Laura's interest in providing a better life for her family, her experiences in basic education, and undergraduate participation, and in the course itself, in which she plays a leading role in the production of a model to explain the issue, participate in the subjective configuration of Laura's learning. detachment of the aroma of a food, resorting to subjective resources configured subjectively in their personal history and during the course itself.
Acesso aberto (Open Access)
Aspectos e características próprias do processo de desenvolvimento de práticas investigativas realizadas por professores da educação básica
(Universidade Federal do Pará, 2016-12-05) TELES, Lilian Valente; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
O main objective was to investigate what aspects / characteristics are present in the research practices of primary education teachers, with a view to understanding and discussing these aspects / characteristics in the planning, implementation and development of these practices. This investigation is developed in the case study, triangulating given documentary, reports and interviews. We delimit a case, when analyzing teachers of basic education who had their plans approved in the PIBICJR, in public no 007/2009 of FAPESPA, in 2009, in the State of Pará. After criteria established in the research process and the lattes curriculum consultation of 68 Teachers who had their plans approved, 19 teachers who worked in basic education formed the universe of this study. With analysis in the reports of each subject and in the interviews, we constructed categories, so that, in this research, we had 5 research subjects and it was possible to analyze 11 reports and 5 interviews, from which we found similarities and differences between subjects and aspects Characteristics of the practices they have developed. The analysis of the edict, technical reports and interviews allowed the construction of a text for each subject, in which we can enter into the development of the plans and the teaching experiences of each of them. These aspects / characteristics are directed to teacher training, what the teacher wants the student and what strategies of knowledge production in research practices are used, given the need to research more about the aspects / characteristics and to encourage the development of practices The initial and continuing training of graduates and graduates.
Acesso aberto (Open Access)
(Auto)formação de um professor de química no percurso de produção de uma gincana sobre alimentos ultraprocessados
(Universidade Federal do Pará, 2022-06-03) MACIEL, Eduardo de Paula; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
Asa (self) formative narrative research, this master’s thesis deals with a process of creating teaching resources, mainlyan Educational Jamboree, for teaching chemistry within a scientific education context that values citizenship formation. The research question consists of: “How can I transform the way I teach, valuing citizenship formation in my pedagogical practices?”.Both the new formation epistemology, defended by Nóvoa (2010), and the understanding of citizenship formation, defended by authors such as Cachapuz (2016), were applied as theoretical framework; narrative research was also adopted as methodological framework. Each moment of the creation process regarding this teaching resource was characterized by specific activities, including discussions, reflections, relations, questions, doubts, propositions, and referrals, which occurred collaboratively. The interpretative process carried out in texts designed during the course of producing such teaching resource was configured from an explicit theoretical standpoint since the beginning, based on: searching and acquiring knowledge of new perspectives on Scientific Education; defining a theme for elaborating the teaching resource; the relevance of said theme for students formation; the choice related to types of teaching resources; the collection of information on the subject within official documents and specialized literature; and on validating information that subsidized the teaching resource by dialoguing with a group of undergraduate students. Through doing research on the course of producing this Jamboree, it is possible to plan pedagogical practices different from traditional ones, which may end up valuing student's participation in debates on topics of social relevance.
Acesso aberto (Open Access)
Uma experiência (auto)formativa sobre os impactos gerado pelo descarte de resíduos provenientes do processamento do leite: incentivando o ensino por pesquisa na Educação básica.
(Universidade Federal do Pará, 2024-05-22) CARVALHO, Samara de Oliveira; PARENTE, Andrela Garibaldi Loureiro
Acesso aberto (Open Access)
Motivação e imaginação no contexto da prática pedagógica e na aprendizagem em química
(Universidade Federal do Pará, 2023-06-02) SANTOS, Priscilany Cavalcante dos; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The objective of this research is to understand how comprehensive and/or creative chemistry learning is subjectively configured, in the context of investigative practices. The construction of the research theoretical model was based on the principles of Qualitative Epistemology, proposed by González Rey (2005). Such principles relate to knowledge production processes, highlighting the constructive-interpretive character, the interactive character (dialogue) and the singularity. For the construction of the information, instruments such as informal conversations, interviews, videos and images of school actions, written records and the technique of completing sentences were used, based on the hypotheses elaborated in the course of the research. Max's case study and the analysis of the pedagogical practice made it possible to elaborate principles with the intention of contributing to the students' learning. Such principles include curiosity as a guiding principle to encourage imagination, investigative practice as a promoter of imagination and the creation of a pedagogical strategy in teaching and learning in chemistry. In addition, the construction of a pedagogical practice that favors learning includes spaces for dialogue, partnership relationships and knowledge production that allow understanding the student's motivations in the context of learning as a subjective production.
Acesso aberto (Open Access)
As perguntas construídas pelos estudantes e a (auto)formação do professor por meio de uma sequência de ensino investigativa sobre doença de Chagas
(Universidade Federal do Pará, 2017-10-06) MACHADO, Carla Regina da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
The investigative practice are shown as alternative to education that do not give value to participation of students, their questionings and interests. From this theoretical orientation and from a planned strategy in a teaching sequence about Chagas Disease in the county of Abaetetuba, this research aims to understand how students build/identify questions/hypothesis in activities of investigative nature. The activity was used as an instrument to build data about the research and was developed in a public school of state education network, located in the county of Abaetetuba-PA, with primary school students. It is about a qualitative research in a participant modality. The interaction between researcher and students was recorded in audio and video and the comprehension of the empirical material evidenced three elements of analysis: 1) built questionings by students in investigative context; 2) students manifestation that indicates development of scientifical primary school; 3) recognizing moments of teacher (self)training. The students presented implied questions and related to scientific literature questions, activities of this nature propitiate the (self)training of the teacher; the students presented in their speeches indicators of scientific literacy. The results provided information to a product proposal, through a teaching sequence developed with students that contemplate the built/identified questions by themselves and answered by me during this research with conduct and questioning proposal, allowing a brand new look to this type of approaching.
Acesso aberto (Open Access)
Práticas investigativas com professores de ciências: contribuições para a formação e para o ensino
(Universidade Federal do Pará, 2016-09-05) NASCIMENTO, Maridalva Costa; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
Investigative teaching practices have been considered by several authors as an approach that can contribute to the improvement of science teaching. But, to do this at school it is necessary to consider, among other factors, the teachers training. While this training includes theoretical and practical knowledge of the investigative approach, cannot fail to consider the teacher's knowledge and the contributions that he has to offer to the construction of a practice that enhances this guidance. Thus, with the purpose to research the formative process aspects of science teachers in the context of such practices, we seek to investigate: "what do teachers bring from their formative process that enables the investigative practice in the interaction with their peers, and what do they learn in the context of investigative practices that can contribute to science teaching? To develop the study, we invite teachers from the municipal education network of the city of Castanhal-Pará. To mediate the dialogue with the individuals, we have created a teaching sequence, which concerned about the pigmentation changes from a flower of the Hibiscus mutabilis species. This species has been previously structured once it has already been an object of teaching and and research with students from the basic education, but it has also been subject to reformulations as a result of the process of interaction with the teachers. The question that guided the construction of the practice was: why do the flowers of the plant known as “amor –de-homem” (man-love) change their color? From the assumptions made, the following tasks were performed:-1 Observation of flower on the plant; 2-Study of flower life span; 3-Plant Identification; 4-Study of the light effect -5 Study of the temperature effect on flower pigmentation. The development of this sequence has been filmed and empirical data of the study have been established from the dialogues occurred between the teachers involved. The footage was transcribed and selected from the dialogues episodes related to the QUESTION, PLANNING, EXECUTION and ANSWERS, according to the model to study investigative practices, proposed by Parente (2012). The episodes analysis considered the nature of each element in the process of investigation, the relevant discussions to the process and training of science teachers. The construction of the activity with teachers allowed us to identify through the individuals’ speech training aspects that signaled to execution of such practices, such as: the ability to design experiments and the searching spirit. Also signaled aspects that demonstrate the necessity of this approach in training courses for science teachers, such as: the non-usage of writing to record the implemented experiments and the theoretical emptiness. As a product of this study we have produced a video using scenes originated within the scope of this work to present the results of this research and encourage teachers to their achievement.
Acesso aberto (Open Access)
Os processos imaginativos e a aprendizagem de ciências no contexto de práticas investigativas: o estudo de caso de Pietro
(Universidade Federal do Pará, 2021-05-27) NASCIMENTO, Maridalva Costa; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study presents as a central theme the imaginative processes of a student in a context of investigative practices. It is a qualitative research of the case study type. It assumes the imagination as the production of subjective senses, which can be present in all human psychic processes, when configurated subjectively, being essential for creative productions. Its general objective is to understand how imagination, as a subjective production, participates in the student teaching-learning process in investigative science actions. This meant interpreting the subjective configuration of the student's learning action. González Rey's Theory of Subjectivity, Qualitative Epistemology and the constructive-interpretive method developed by the same author were used as theoretical support. For the construction of information, the following instruments were used, as research resources: completion of sentences, production of texts, drawings, video recordings, informal conversations, investigative activities and interviews. The participant's expressions allowed the construction of subjective sense indicators and the development of hypotheses about his subjective configuration of the action of learning. Thus, the interpretation performed indicated that they participate in their subjective configuration of the action of learning, nuclei of subjective meanings, associated with: the participation of parents in their studies; to his uninhibited, participative, curious, responsible posture, and who is not afraid to express himself; to the desire to ascend in his life. The results also signaled that valuing the student's imagination creates conditions for reflections, positions, questions and for curiosity. This is facilitated in investigative practices, which the student does not receive the knowledge, but must think about how to solve problems. In this context, imagination is present in the formulation and testing of hypotheses, in the interpretation of results, and in the formulation of new questions, which emerge as production of the current moment, in the interaction with the teacher and colleagues, related to the subjectivation of previous experiences. In that way, investigative practices should constitute a pedagogical resource to overcome teaching by transmission.
Acesso aberto (Open Access)
A produção de um recurso didático: experiencias formativas de um professor de ciências.
(Universidade Federal do Pará, 2023-09-18) LOPES, Luis Carlos Santos; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
Presents the (self) formative investigation into the construction of a teaching resource. One way to dedicate yourself to self-education is through autobiographical writing. In this way, we seek to take a retrospective trip to the initial training experiences and pedagogical practice of a science teacher, generating reflections based on theoretical insights. Thus, the aim of this work is to reflect on the experience of building a technological educational product - PET, generating reflections on pedagogical practice for its improvement using a game as a teaching resource. The question- “what meanings emerge from the (self)formative experience of producing a teaching resource about regional fruits with an emphasis on the Amazonian context?” guides the construction of the study. As an investigation methodology, we use narrative research, which allowed us to produce and analyze field texts in a retrospective and prospective action to investigate the changes that occurred in these processes of experiences reported in the field texts, thus making relationships between the experiences already lived. and those experienced in the construction of the educational product. As an educational product, a game called “Food Trail” is presented, designed based on the concept of healthy eating with the aim of working with foods and grouping them; learn to read and interpret labels; know the main food additives; differentiate fresh, minimally processed, processed and ultra-processed foods and differentiate natural and artificial foods.
Acesso aberto (Open Access)
Sentidos subjetivos da docência: subjetividade e identidade docente de uma professora de ciências
(Universidade Federal do Pará, 2019-04-29) OLIVEIRA, Bruna Lívia da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
In general, research in the area of science education has been more concerned with the intellectual dimension of the subjects, without considering the affective dimension of the relationships. The Subjectivity Theory of González Rey has been guiding different studies within the psychology of education and, more recently, has guided research in the area of science education, which has allowed discussions of a new idea of formation and learning, related to a subjective dimension of human development. This study is part of research in the area of science education that makes use of theory and, in this way, aims to investigate what conditions produce changes in the subjectivity of a science teacher in the direction of the constitution of a teacher identity in the perspective of the Subjectivity Theory of González Rey. The methodological course is based on Qualitative Epistemology, which considers the production of knowledge as a process that must be at the same time constructive-interpretative, singular, communicative and dialogical. For the accomplishment of this research, a professor of Sciences came from the course of Degree in Natural Sciences with Qualification in Biology, of the State University of Pará. For the construction of the information were used sentence complement, interview and writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even after completing her undergraduate course did not have the desire to be a teacher, but entering the classroom context ends up identifying with the profession and recognizing herself as a teacher. The relationship that I made with the study and analysis of the theoretical reference of the area of formation of science teachers, with the study and analysis of the theory of subjectivity, and also with the empirical context during the development of the research, allowed me to elaborate a theoretical model , which I did in an attempt to promote a greater understanding of the constitution of the teacher identity of the science teacher from the perspective of Subjectivity Theory. This theoretical model was elaborated in three axes: valorization of the profession by the subject, valuation of the subject in the formation process, significant and diverse experiences. Based on this research, I consider that the constitution of the teaching identity of the undergraduate student should be a priority of the training courses, so that the student still in his initial training course can begin to recognize himself as a teacher.
Acesso aberto (Open Access)
Sentidos subjetivos da docência: subjetividade e identidade docente de uma professora de ciências.
(Universidade Federal do Pará, 2019-04-29) OLIVEIRA, Bruna Lívia da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
In general, research in the area of science education has been more concerned with the intellectual dimension of the subjects, without considering the affective dimension of the relationships. The Subjectivity Theory of González Rey has been guiding different studies within the psychology of education and, more recently, has guided research in the area of science education, which has allowed discussions of a new idea of formation and learning, related to a subjective dimension of human development. This study is part of research in the area of science education that makes use of theory and, in this way, aims to investigate what conditions produce changes in the subjectivity of a science teacher in the direction of the constitution of a teacher identity in the perspective of the Subjectivity Theory of González Rey. The methodological course is based on Qualitative Epistemology, which considers the production of knowledge as a process that must be at the same time constructive-interpretative, singular, communicative and dialogical. For the accomplishment of this research, a professor of Sciences came from the course of Degree in Natural Sciences with Qualification in Biology, of the State University of Pará. For the construction of the information were used sentence complement, interview and writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even after completing her undergraduate course did not have the desire to be a teacher, but entering the classroom context ends up identifying with the profession and recognizing herself as a teacher. The relationship that I made with the study and analysis of the theoretical reference of the area of formation of science teachers, with the study and analysis of the theory of subjectivity, and also with the empirical context during the development of the research, allowed me to elaborate a theoretical model , which I did in an attempt to promote a greater understanding of the constitution of the teacher identity of the science teacher from the perspective of Subjectivity Theory. This theoretical model was elaborated in three axes: valorization of the profession by the subject, valuation of the subject in the formation process, significant and diverse experiences. Based on this research, I consider that the constitution of the teaching identity of the undergraduate student should be a priority of the training courses, so that the student still in his initial training course can begin to recognize himself as a teacher.
Acesso aberto (Open Access)
Vivências (auto)formativas com o ensino por pesquisa: o estudo da poluição das águas do Igarapé Ilha do Coco
(Universidade Federal do Pará, 2024-05-17) CUNHA, Paulo Roberto Rego; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
We aim to present research on the practice itself based on a (self) formative study with an emphasis on teaching through research. (Self)formation was studied using narrative research as an epistemological, theoretical and methodological reference. This aims to study experience, I understand it as a continuous phenomenon that integrates its three-dimensionality. In this context, one of the guidelines within narrative research is the production of knowledge through narratives, telling stories or experienced cases, in which the narrated problem, whether social, cultural or environmental, drives reflective discussions and changes. Teaching, guided by the principles of teaching through research, directed planning and investigative pedagogical practice through “teaching through research activities” proposed as an educational product. In the theoretical and reflective exercise, the teacher builds knowledge in and about teaching by researching his own practice designed from references that serve as sources of action, reflection and choices. From this perspective, changes constitute part of the teaching-learning process and can occur during teaching moments, constituting challenges that mobilize the teacher's creative capacity.